Schedule of Events
Graduate School of Education Poster Symposium
Soiland Recreation Center
Graduate School of Education students will present their research and inquiry projects in poster format. These presentations will include class projects, theses, and dissertations on the topics of Learning and Teaching, Special Education, Education Leadership, and Counselor Education.
Student Abstracts
Administration Perceptions of Gender Impact as a Result of Cyberbullying
Cyberbullying is an issue impacting a meaningful number of adolescents throughout middle school. Research fails to provide the perception from school leadership regarding the matter of cyberbullying. The purpose of this study was to determine how cyberbullying impacts different genders throughout middle school through the lens of school administration. Utilizing a qualitative approach, personal interviews were conducted with administration personnel who were currently employed with a middle school. The data was compiled and analyzed for ongoing themes between participants and how cyberbullying impacts gender in middle school.
Student(s):
Michael Adame
Faculty Mentor:
Dr. Richard Underhill
Effects of Paired Reading on Reading Fluency
The effects of reading fluency have been widely researched in the elementary school classroom. Studies have shown that reading instruction in the classroom often focuses on reading comprehension rather than reading fluency, an essential component in becoming an effective (proficient) reader. Although fluency is a vital aspect of reading achievement, it has not been emphasized in elementary classrooms. As a result, examples of effective fluency instruction are limited. Therefore, the purpose of this study was to examine the impact of a paired reading strategy on 11 third-grade students’ fluency through three informal assessments. Using a quantitative action research design, this study measured reading rate and accuracy before, during, and after implementing weekly paired reading to uncover the effects of this strategy on third-grade fluency. Results from these data indicate that an emphasis on paired one-on-one reading increases student fluency by rate and accuracy. More specifically, among the sample, a 4.02% increase in reading accuracy from the pre-assessment to the post-assessment was evident.
Student(s):
Karli Adkins
Faculty Mentor:
Dr. Maureen Lorimer
U.S. Tribal Enrollment Policy and its Impacts on Indian Education Program in Ventura County
United States’ Indian Education grant programs provide culturally relevant academic instruction, supports and services to qualified students with Native American heritage. In the fall of 2016, the Ventura County Indian Education Consortium (VCIEC) suffered a significant loss in enrollment of over 75% of its students following a federal audit of the program. The purpose of this study is to explore the dynamics of federal Indian tribal enrollment policies and their personal impact on people of American Indian/Alaska Native heritage as they relate to access to culturally relevant curricula and the resources provided through local education agencies which receive federal grant monies to operate their programs. This qualitative study incorporates a review of federal Indian policies related to Indian Education grant programs as well as interviews with past and current directors of the VCIEC, parents of current and former students, and former participants in the VCIEC program. The implications of this study and the application to political discourse, educational policy and practice are numerous. This research study aims to find a way to prolong and enrich the available supports for students of American Indian heritage in Ventura County, and further develop VCIEC’s abilities to provide a relevant and rich cultural curriculum. This study also intends to raise awareness of these services to Ventura County residents with American Indian/Alaska Native heritage, who may not be aware of their availability. The research will add to the national debate over Indian enrollment policy, practice, oversight, and implementation of federal Indian Education grant programs.
Student(s):
Nathan Ash
Faculty Mentor:
Dr. Edlyn Pena
Examining 4th and 5th Grade General Education Teachers’ Perception of Inclusive Learning
While every child has the right to an education, one question to consider is whether general education teachers are prepared to meet the needs of special needs students in the classroom. According to Hines (2001), inclusion is not about any consistent rule but about what seems to be fair for students with disabilities. The purpose of this research study was to examine how 4th and 5th-grade general education teachers feel about their preparedness to meet the needs of special education students in the classroom. This quantitative study used survey research to collect data from 4th and 5th-grade general education teachers working in a small district in Southern California. The survey asked teachers to rate their perceptions of inclusive learning on a Likert scale. Preliminary results suggest general education teachers feel as though they lack training and resources to meet the needs of students with special needs in a general education classroom.
Student(s):
Desiree Beltran
Faculty Mentor:
Dr. Maureen Lorimer
Teacher Training for Students Affected by ACEs
While much is known about students who are affected by complex trauma, little is known about what teacher training opportunities exist to help support these students in the classroom. Because the prevalence of students with adverse childhood experiences is significant, teachers must learn to recognize the behavioral and academic issues associated with this population and exercise appropriate strategies to assist their academic success. The central research question is how do teachers perceive their experiences with training or professional development to address the needs of students who have experienced adverse childhood experiences? The secondary question is what Trauma Informed Practices are used in middle school classrooms in Central California and are they successful in helping students with multiple adverse childhood experiences? The author collected responses from semi structured interviews of three participants in the ACEs training given earlier this year. All three participants are middle school teachers. The author used the procedures of ethnographic research. Findings in this research indicate that while understanding the need for specialized training for ACEs was prevalent, the training that was given needed to be done over several sessions; 1) to introduce the problems and associated behaviors 2) learn to identify the behaviors as those related to ACEs and 3) specific teaching strategies to work with the behaviors. The initial training attempted to teach too much in one sitting. Adjustments will be made for the next training opportunity.
Student(s):
Kristina Benson
Faculty Mentor:
Dr. Edlyn Pena
Student Employment & Retention: Perceptions of Low-Income and First-Generation College Students
Past research has shown that student employment can have an impact on the retention of college students due to the campus integration and socialization that occurs while working on-campus (Fischer, Pelliccotti, Player-Sanders, Torres, & Ziskin, 2014; Ramos-Sanchez, & Nichols, 2007). Low-income and first generation college student enrollment is increasing in United States colleges and universities; however, retention rates are remaining stagnant or decreasing among this student population (DeAngelo, Franke, Hurtado, Pryor, & Tran, 2011). Higher education professionals often grapple with best practices in increasing student retention at their given institutions and ensuring students remain enrolled and graduate on time. Scholars have cited on-campus student employment as a retention tool that assists students with feeling a greater sense of involvement and belonging on-campus, which impacts their decision to remain enrolled at their institution (Bozick, 2007; Moore & Rago, 2009; Pike, Kuh, & Massa-McKinley, 2008). This quantitative non-experimental study focuses on the potential impact that student employment may have on the retention of college students attending a private, religiously affiliated institution in Southern California. Specifically, the data of 170 on-campus student employees were used to research factors that may or may not contribute to the retention of low-income and first-generation college students.
Student(s):
Shelby Bowman
Faculty Mentor:
Dr. Dan Tillapaugh
Elementary Teacher’s Perceived Self- Efficacy Toward Implementing Science Standards
Next Generation Science Standards (NGSS), adopted by California in 2013, are science standards developed to improve science education. The science standards encompass many aspects of our world and provide teachers the flexibility to create classroom learning experiences that stimulate learning. A teacher’s role in creating learning experiences aligned with NGSS impacts education. As well an important component of effective standards’ implementation is a teachers’ ability to apply these standards into classroom instruction. Bandura’s social cognitive theory defines self-efficacy as one’s belief in one’s ability to succeed in specific situations or accomplish a task. Self-efficacy can influence a teachers’ implementation of new standards. Therefore, this study investigated third – fifth-grade teachers perceived self-efficacy for implementing NGSS. The research examined teachers self-efficacy via a Qualtrics survey. The perceived self-efficacy questions investigated three subcategories of implementing science standards. This included science content knowledge, teaching strategies, and curriculum time. The goal of studying teachers’ self-efficacy, in three subcategories of implementing science, was to determine if teachers would benefit from more support in a specific area. Preliminary findings suggest third – fifth-grade teachers have a high self-efficacy in all three sub-categories, however, teachers have indicated they believe observing teachers successfully implementing NGSS in a classroom would be beneficial.
Student(s):
Alicia Bueschen
Faculty Mentor:
Dr. Maureen Lorimer
Understanding International Graduate Student Cultural Engagement
This qualitative study presents information about how international graduate students integrate culturally on a single campus in the western United States. Given that the current administration is discouraging international enrollment by enacting policies aimed at restricting certain countries from participating in the student visa process, American institutions will need to compete for those who decide to come in the future. By understanding how international graduate students engage on a cultural level, institutions can develop more robust programs and protocols to stimulate a sense of belonging that can also lead to stronger academic performance and completion. Through analysis of personal one-on-one interviews, the researcher discovers themes and narratives that contribute to the literature and understanding of how international students perceive their experiences and determine what the institution could do to improve these experiences. In order for international students to be true cultural resources to the campus and community, it is necessary that educational institutions work to ensure an environment in which there are natural ways for domestic and international students to come together to have valuable interactions to learn more about each others’ cultures and lives.
Student(s):
Loredana Carson
Faculty Mentor:
Dr. Edlyn Pena
The Role of Parental Involvement Among First Generation College Students in a STEM Academy
In recent years, student affairs professionals have experienced increased parental involvement in higher education from parents calling staff to fix their students’ issues to meeting with professors to dispute students’ grades. Too little or too much parental involvement may hinder student development (Darlow, Norvilitis, & Schuetze, 2017; LeMoyne & Buchanan, 2011; Odenweller, Booth-Butterfield, & Weber, 2014; van Ingen et al., 2015); yet, few studies have found positive influences of parental involvement (Harper, Sax, & Wolf, 2012; Shoup, Gonyea, & Kuh, 2009), underscoring the role of parent involvement and students’ perceptions of its effect on their college success. Current research lacks information on the intersection of parental involvement and first-generation college students majoring in science, technology, engineering, and mathematics (STEM). With the increasing demand for college STEM graduates and the growth of first-generation and Hispanic students entering universities, parental involvement may support these students as they pursue STEM education and careers. The purpose of this study is to investigate the role of parental involvement on first-generation college students in a STEM Academy at a private, religiously affiliated institution and students’ academic adjustment to college. In this mixed-methods research study, the researcher collected data using an online survey and analyzed data through the lens of community cultural wealth (Yosso, 2005) to understand students’ perceptions of parental involvement from an asset instead of deficit perspective. Findings from this study will contribute to the existing knowledge around parental involvement in higher education and enhance our understanding of first-generation college students and their pursuit in STEM.
Student(s):
Lydia Chung
Faculty Mentor:
Dr. Dan Tillapaugh
Teachers' Perceptions of the Effectiveness of English Language Development in Content Area Classes
The population of English Learners (ELs) is growing rapidly due to an ever-changing and developing global community. English Language Development (ELD) was designed to help ELs successfully navigate the English Academic language to ensure success in school. The growing numbers of ELs who are second or third generation Americans is overwhelming. It is critical to understand why there is such a high percentage of students who do not reclassify as English Proficient at the middle school level. There is a heavy emphasis on more teachers, more help with English in mainstream subjects, peer support, and the time to learn more before high school (Braubacher, 2013). This study has the impact to reform the way ELD is structured. The goal of this qualitative research study is to determine what is happening in the ELD classroom. The research analyzes what the academic content teachers wish to see regarding EL success in the classroom, as well as what the ELD teacher wants the outcome to be of his or her work with the students who are English Learners.
Student(s):
Elise Clapp
Faculty Mentor:
Dr. Richard Underhill
Faculty Perceptions of Accommodation Services for Students with Disabilities at a Four-Year University
A recent study shows that eleven percent of the undergraduate student population reported having a disability (U.S. Department of Education, 2016). However, participation of students with disabilities at a university cannot be equated with the percentage of those students who proceed to complete their post-secondary education. In other words, access to higher education does not always translate to successful graduation. There is limited research that aims to identify the perceptions of faculty regarding accommodation services for students with disabilities at a four-year university. I propose a study that will investigate the perceptions of faculty on a four-year university campus regarding accommodation services for students with disabilities. The task of requesting disability supports and services can be challenging, and it is vital that faculty on college campuses are able to assist them in the process of requesting accommodations. The purpose of this study is to document the perceptions of faculty at a four-year university relating to students with disabilities and accommodation services. My research question is as follows: What are the perceptions of faculty regarding accommodation services for students with disabilities at four-year universities? The method for this study is qualitative with a constructivist paradigm underlying approach to the research. The research design consists of and will utilize qualitative methods and case study methodology. The data were collected through demographic surveys and semi-structured interviews of three faculty members at a four-year university. All participants were provided with an informed consent for the research study.
Student(s):
Teresa Cordova
Faculty Mentor:
Dr. Edlyn Pena
The Impact of Remedial Education
Remedial education is offered to students who require extra support to be successful in certain subjects or classes. Historically, remedial education has been offered at the primary, secondary, and postsecondary levels, however, the vast majority of research available on remedial education has been done on the postsecondary level. Very recently, the CSU system has deemed remedial education ineffective and terminated it at all twenty-three campuses. This action to do away with remedial education at the postsecondary level calls for an immediate need to investigate other levels of remedial education to determine their effectiveness. At some high schools remedial college preparation (RCP) English classes are offered for freshmen and sophomore students who are well below average for their grade level in reading or writing. Students placed in remedial English classes benefit from the additional academic support until their junior year, when they are placed into traditional college preparation (CP) English classes. The purpose of this study was to determine whether former RCP students are prepared to be successful in their subsequent traditional, CP, English classes. Research was conducted in the form of a qualitative study, which focused on eleventh grade CP English teachers’ perceptions of how their typical former RCP students perform in their current class when compared to typical CP students. The results of this study will benefit a large number of people in that they will be used to determine how RCP students are being supported by the current remedial structure, which will inform future instruction and planning.
Student(s):
Paige Egelston
Faculty Mentor:
Dr. Richard Underhill
Soria vs. Oxnard School District Board of Education: Integration for the Quest of Equity
Throughout history the integration of schools has often been seen as a natural approach in providing equity for historically underrepresented students such as Latinos, African-Americans and those of a low socioeconomic background. Given the complex process and the high stakes associated with a school’s integration process, it is essential to understand the underlying socioemotional and academic effects that desegregation has on students. The goal of this project is to compile stories and experiences of individuals who participated in the desegregation order of the Oxnard School Districts between the 1970s and the 1990s. This study will be conducted through a qualitative approach, several interviews will be held with previously identified subjects that were students in the Oxnard School District and which participated in the desegregation of schools. Data will be collected through the participants’ personal stories and recollection of events in an effort to capture their true perceptions of the process as well as their feelings and opinions regarding their journey of being bussed across town to a non-neighborhood school as part of a court-mandated order. The compilation of experiences provides sufficient data to make accurate determinations of the true effects that the Oxnard School District desegregation action had on its students.
Student(s):
Aracely Fox
Faculty Mentor:
Dr. Edlyn Pena
The Role of Counseling in a Academic Pathways Cohort Model Designed to Increase Student Engagement and Persistence
Community colleges across the country have maintained low persistence and completion rates amongst their students despite small scale initiatives over the years designed to help improve student success. Large scale reform such as redesigning the academic and student services structure into academic pathways is being implemented at community colleges across California with the goal to improve overall student success. Creation of an academic pathways structure creates a cohort based model designed to improve the overall student experience both academically as well as through student services support such as academic counseling. This qualitative study interviewed community college Counselors on their perceptions of both redesigning colleges into academic pathway cohort models as well as the use of cohorts as a high impact practice for improving levels of engagement and persistence for community college students.
Student(s):
Tracy Franks
Faculty Mentor:
Dr. Edlyn Pena
Leadership Styles That Motivate Teachers to Perform to the Highest of Their Potential
This research focuses on those teachers who are burned out but stay in the profession and do not contribute to the school the same way as those who are satisfied and comfortable with teaching (Ronfeldt et al., 2011). Kouzes and Posner (2012) refer to the role of leaders as those who control the motivation of their followers. In addition, Adams and Kirst (1999) argue that school leaders must motivate teachers by communicating the goals and get teachers’ commitment towards them. The purpose of this study is to help leaders find the best leadership approach that will increase motivation among all teachers. By listening to school principals, it will be possible to find key actions towards building a successful environment that supports and motivates teachers. The research question is: How do leaders create an environment that motivates teachers? The face-to-face interviews will be in the principals’ offices. Interviews will take 30 to 45 minutes with nine open-ended questions that require the interviewees to think about their own experiences and motivations. Principals will reflect on their leadership style and will be able to determine the different motivational messages they give to their employees. The narrative analysis will explore leadership stories about past experiences, challenges, beliefs, and visions.
Student(s):
Sharon Furman-Lee
Faculty Mentor:
Dr. Edlyn Pena
A Narrative Study of a Fourth Grade Teacher's Use of a Multi-Modality Math Journal in the Classroom
According to recent statistics from the California Department of Education (2017), over 54% of third through eleventh grade students in the state have not met or exceeded state standards in mathematics. As math standards and curriculum evolve, educators must make adjustments with their instruction to meet the needs of their unique students and assist their students’ learning. Research is important to help find ways to improve student engagement, perceptions and levels of confidence in the subject of math. This narrative study will detail the experiences of onefourth-grade teacher implementing a multi-modality math journal during one section of their district approved math curriculum. Direct instruction given to students by their teacher included auditory, visuals kinesthetic/tactile teaching styles along with the use of (1) PowerPoint presentations, (2) graphic organizers, (3) tables, (4) charts, (5) math resources (multiplication chart, hundreds chart, whiteboard, math vocabulary, place values), (6) sentence frames, and (7) colorful illustrations included in a math journal. Through classroom observations and four semi-structured interviews with the teacher, there are several key implications for professional practice by teachers to use multi-modality math journals to supplement and enhance student learning of math in the classroom.
Student(s):
Dana Gann-Smith
Faculty Mentor:
Dr. Dan Tillapaugh
General Education Teachers' Attitudes And Perceptions Of The Inclusion Of DHH Students
The number of students with hearing loss educated in general education classrooms has increased dramatically. Statistics indicate that 87% of this unique population of children spend a portion of their academic learning time in general education classrooms. The purpose of this study was to investigate elementary teachers’ attitudes and perspectives about having deaf and hard of hearing (DHH) students in their classroom. Quantitative data was collected through a survey questionnaire distributed among fourteen general education teachers who have had DHH students in their class. Through descriptive statistics two main areas were investigated: characteristics that support successful inclusion of DHH students, and barriers that general education teachers encounter when working with DHH students. Based on the sample size of twelve participants, results revealed that managing IEP goals, implementing DHH students’ accommodations, and collaborating with the DHH teacher contributed to a more successful experience for general education teachers. Further, this study revealed that general education teachers lack knowledge of how hearing loss affects a student’s learning, the different components of hearing aids and/or cochlear implants, and the various causes of hearing loss. Findings from this study can be utilized by schools to increase the percentage of positive experiences for general education teachers working with DHH students in a mainstream setting.
Student(s):
Amanda Garcia
Faculty Mentor:
Dr. Maureen Lorimer
Parent Engagement in K-12 Schools and the Social Media Experience
With local school districts implementing comprehensive technology plans, almost all families that have a child in a district school have access to digital devices. Social media sites on average have over one million active users. The purpose of this project is to describe the relationship parents have with their child’s school and how social media plays a role in developing that partnership. I will be utilizing purposeful sampling by selecting parents that frequently engage with their child’s school’s social media platforms and use an open structure interview so that participants can clearly articulate their experiences regarding social media and parent engagement. This study intends to contribute to further research regarding best social media practices for k-12 schools.
Student(s):
Elena Garcia
Faculty Mentor:
Dr. Edlyn Pena
Elementary Teachers’ Perceptions of 1:1 Chromebook Technology and Impact on Student Engagement
With 1:1 technology initiatives being implemented throughout districts, it is important to further understand teachers’ perceptions of this technology on student engagement. In education, student engagement refers to the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught. This also extends to the level of motivation they have toward learning. Research has shown patterns of perceived intrinsic and extrinsic barriers that teachers face regarding technology integration in the classroom. The purpose of this qualitative study was to uncover elementary teachers’ perceptions of 1:1 technology and its impact on student engagement. This study was conducted using a phenomenological approach in which five 3rd through 5th-grade teachers described their perceptions and experiences with 1:1 technology through semi-structured interviews. Findings from this study indicate that teachers perceive greater student engagement when Chromebook technology is used. Common themes include barriers to technology integration, comfortability with Chromebooks, and perceptions regarding Chromebooks.
Student(s):
Nicole Greene
Faculty Mentor:
Dr. Maureen Lorimer
Effects of a Reduced Homework Policy on Upper Elementary Student Test Scores and Attitudes Toward School
Reduced homework policies, and even eliminating homework entirely, is becoming a trend in elementary schools across the country. The shift to the Common Core curriculum is prompting educators to rethink how their students spend their time (Watkins & Stevens, 2013). This study aims to discover the potential relationship between a reduced homework load and upper elementary students’ test scores. The study also examines the relationship between a lightened homework load and how this changes students’ attitudes toward school. Students’ views toward school may become more positive with a reduced homework policy, but what happens when they are told to study for an upcoming test? If they are used to having little homework, how likely are they to take the extra time at home to study? This study aims to answer the question of if reducing homework is helping or hurting upper elementary students (grades 3-5). This quantitative study follows a correlational research design and used data from the California Department of Education’s website to access student test scores on the Smarter Balanced Assessment. The study received additional data from an online survey that was completed by upper elementary teachers. The objective of the online survey was to see what the teachers are seeing in their classrooms concerning the reduced homework policy.
Student(s):
Brynna Ham
Faculty Mentor:
Dr. Maura Martindale
Teacher Perceptions of Restorative Justice and School Climate
Restorative justice is an approach to student discipline focused on teaching students social responsibility, empathy, and proper conduct. Restorative justice is in its preliminary stages, and therefore little research on its effects has yet been conducted. This has caused extensive debate to ensue. The purpose of this qualitative case study was to determine the effects of restorative justice on school climate at the middle school level. The researcher interviewed two middle school principals and three middle school teachers to gather data on experiences, observations, and opinions toward the effects of restorative justice on school climate. The recorded data was coded into themes: school safety, intrapersonal relationships, and teaching and learning. The results indicated that restorative justice does have a positive impact on school climate, however, in order to be most effective, there must be continual teacher trainings regarding proper implementation. With proper training, teachers would be better able to consistently implement the program.
Student(s):
Nicole Hoffman
Faculty Mentor:
Dr. Maura Martindale
Technology as a Stressor for Teachers
Teachers across grade levels experience periods of high stress and are leaving the profession at a high rate. Teachers feel stress related to many different factors or stressors in their profession. This includes student behavior, classroom management, time-management, and the pressure of being accountable. The purpose of this research study is to determine if the use of technology in the classroom acts as a stressor for both new and veteran teachers and to determine if a variation in stress associated with technology exists between these two groups. This was a quantitative study using survey data to determine the self-reported stress of 23 elementary teachers in a local suburban school district. When compared to veteran teachers, preliminary results indicate that new teachers report feeling less stress associated with technology use in the classroom. New teachers also reported more confidence in creating teaching materials and a greater desire to incorporate more technology into lessons. Understanding the specific technologies contributing to stress for teachers allows schools to better facilitate the appropriate trainings and coping strategies.
Student(s):
Dominique Key
Faculty Mentor:
Dr. Maureen Lorimer
The Experiences of LGBTQ Students at a Public High School
Some individuals and groups have not experienced equal access to various aspects of society, including education. Building an awareness of their marginalization and exclusion is central to developing the concepts of diversity, inclusivity, and equity. The purpose of this study is to explore the experiences of LGBTQ (Lesbian, Gay, Bisexual, Transgender, Queer) youth in a public high school setting. The research questions that guide this study are: 1) What school policies and traditions promote the assumptions that all individuals identify as heterosexual males or females ? 2) How does the academic and social language in schools affect LGBTQ students’ feelings of inclusion?
Schools’ missions and values statements promote diversity and equity, but often contradict a discriminatory school culture. This disparity indicates that institutions fail to implement the goals they claim to embrace. For example, schools divide girls and boys in physical education and do not consistently provide unisex restroom facilities. These are examples of cisnormativity, which is the assumption that all individuals identify as either male or female. Cisnormativity excludes individuals who identify as non-binary. Similarly, heteronormativity is the assumption that all individuals are heterosexual. A school policy that promotes or tolerates only heterosexual couples at dances is an example of heteronormativity, marginalizing individuals who do not identify as heterosexual.
I interviewed 3 LGBTQ high school graduates. I conducted follow-up interviews to ensure that I had accurately portrayed the participants’ thoughts and feelings. The findings of this study could help educators create a safe, inclusive, and equitable environment for LGBTQ students.
Schools’ missions and values statements promote diversity and equity, but often contradict a discriminatory school culture. This disparity indicates that institutions fail to implement the goals they claim to embrace. For example, schools divide girls and boys in physical education and do not consistently provide unisex restroom facilities. These are examples of cisnormativity, which is the assumption that all individuals identify as either male or female. Cisnormativity excludes individuals who identify as non-binary. Similarly, heteronormativity is the assumption that all individuals are heterosexual. A school policy that promotes or tolerates only heterosexual couples at dances is an example of heteronormativity, marginalizing individuals who do not identify as heterosexual.
I interviewed 3 LGBTQ high school graduates. I conducted follow-up interviews to ensure that I had accurately portrayed the participants’ thoughts and feelings. The findings of this study could help educators create a safe, inclusive, and equitable environment for LGBTQ students.
Student(s):
Heidi Kuehn
Faculty Mentor:
Dr. Edlyn Peña
Vocabulary Language Acquisition Strategies for Project Based Learning or Inquiry Driven Lessons
This quantitative study attempts to validate whether or not front loading language acquisition strategies benefit students when they work on project based learning lessons. Specifically, the research question that guides this study is: Does frontloading vocabulary language acquisition strategies foster confidence and independence during project based learning or inquiry question lessons for sixth grade Social Studies students? When students partake in project based learning lessons, with inquiry driving questions that guide them to a synthesis level of understanding, students initially need a form of scaffold supports so that the learning goal is accomplishable. With this said, previous research has shown that student opinion regarding the effectiveness of vocabulary front loading techniques has been significantly limited. Therefore, approximately 60 sixth grade Social Studies students at one middle school in Southern California were given a vocabulary language acquisition strategy scaffold prior to partaking in a routine project based or inquiry driven activity. Students then were asked to complete a survey to indicate whether or not front loading vocabulary language acquisition strategy scaffolds benefit student confidence and understanding of the lessons. Finally, this research study may provide educators with the ability to assess if language acquisition scaffolding strategies are beneficial to students, if students view such front loading strategies to be beneficial, and if vocabulary front loading scaffolds are an appropriate teaching strategy for new teachers to incorporate into their academic routine.
Student(s):
Cara Lavigna
Faculty Mentor:
Dr. Dan Tillapaugh
Parent & Teacher Perceptions of Primary Grade Students' Touch Screen Usage Effects on Emergent Literary Skills
Since the introduction of the iPhone by Apple in 2007 and subsequent iPad in 2010, primary grade students’ reading behaviors now include significant interactions with various mobile devices. This generation of students, coined Digital Natives by Prensky in 2001, has been exposed to mobile devices since birth. Deficiencies in our existing knowledge about the effects of smart phone and tablet usage on students’ reading skills are abundant. Yet, few studies have ventured into the primary grades to uncover the effects of mobile device usage on emergent reading skills. The purpose of this study was to uncover the parent and teacher perceptions of the relationship between mobile screen time and emergent reading skills shown by primary grade students. The methodology employed was a qualitative phenomenological study using a 30-question open-ended questionnaire to interview and collect parents' and teachers' perceptions from kindergarten through second grade classrooms in a California suburban charter school. A total of 6 primary grade teachers and 14 primary grade parents participated. Results revealed a disconnect between teacher and parent perceptions. The teacher perspective indicated that home device usage interfered with emergent reading skills and created attention difficulties when used improperly, whereas the parent perspectives reported mobile device usage as educational, motivational, and assisting with independent learning and early reading skills. Implications of these findings are discussed.
Student(s):
Jennifer Lippold
Faculty Mentor:
Dr. Richard Underhill
Direct Instruction in Executive Functioning for Students with ADHD and other Attention Difficulties.
Students with Attention Deficit/Hyperactivity Disorder (ADHD) who exit the K-12 system continue to struggle with maintaining employment compared to their non-ADHD peers. Most research concludes that this is due to the lack of direct instruction in executive functioning, which negatively impacts academic success in students with ADHD. Executive functioning is a wide range of cognitive processes that regulate our cognition, emotion, and behavior. Individuals with ADHD lack the innate skills in developing executive functioning processes. Furthermore, for this thesis, the author examined how direct instruction in executive functioning positively affected academic success for students with ADHD. Participants included five special education teachers from the same high school. Participants were interviewed on what direct instruction strategies they taught in their classrooms.
Student(s):
Lindsey Manset
Faculty Mentor:
Dr. Richard Underhill
Teacher Perceptions of Postsecondary Transition Planning for Students with Autism
The postsecondary transition planning process has a profound impact on a student with autism spectrum disorder (ASD)'s access to services after completing high school. In planning, teachers of these students are expected to facilitate various assessments, documents, and other inputs that become a student’s individual transition plan (ITP) which then informs the postsecondary support requirements and eligibilities. The purpose of this study is to explore teacher perceptions of the strengths, weaknesses, and opportunities for improvement in this processes postsecondary transition planning for students with ASD. Using case study methodology, this qualitative research project explores special education teachers’ perceptions through semi-structured interviews about current practices for postsecondary transition planning for students with ASD. Best practices and evidence-based practices are the basis for assessment of program policy and funding decisions under regulations such as the Individuals with Disabilities Education Act of 2004. As a result of this study, educators may have a better understanding of current practices will assist all stakeholders in positive outcomes for students with ASD.
Student(s):
Mark McAlister
Faculty Mentor:
Dr. Dan Tillapaugh
Socio-emotional Difficulties among Gifted Elementary School Children
Gifted students often encounter difficulties in the social and emotional domains of their lives, and despite the prevalence of this problem, little is done to provide support to this population. The goal of this study was to identify specific areas of socio-emotional development that are challenging for students who have been identified as gifted. Eleven gifted fifth-grade students were surveyed on a variety of aspects related to social and emotional issues commonly identified as problems by existing literature. The results indicate that these students subject themselves to high, self-imposed standards and struggle to feel connected to their peers, despite indicating a strong preference towards group collaboration. Interestingly, findings also suggest that the participants have perfectionist traits, despite also possessing an understanding that they do not have to be perfect.
Student(s):
Jessica McClellan
Faculty Mentor:
Dr. Maureen Lorimer
Teacher Perspectives on Implementing Instructional Breaks in Elementary Classroom Settings
With a shift and focus on technology for young minds, it is becoming increasingly difficult to keep students physically active and engaged in academic settings (Perera et al., 2015). In order to develop tools that can be incorporated by teachers in an educational setting, it is important to better understand the impacts of instructional breaks (physical and non-physical) and the effects it has on academic achievement. The purpose of this study was to examine teacher perspectives on incorporating instructional breaks in the classroom and how effective it would be for student academic achievement and engagement. Using a qualitative approach, one-on-one interviews with elementary school teachers were conducted in order to gather a variety of perspectives. Findings from this study show that not only do teachers enjoy implementing instructional breaks in the classroom, but further professional development in this subject is wanted in order to keep students physically active and engaged.
Student(s):
Danielle McFadden
Faculty Mentor:
Dr. Maura Martindale
Receptive Vocabulary and Working Memory in Children Fit With Hearing Aids and Cochlear Implants
There is a gap in existing research that focuses on language and memory of students who have a hearing loss and use hearing aids or cochlear implants. Technological advances have allowed for sensory experiences, such as sound input through the use of amplification, to be a building step towards spoken language development. However, the use of hearing aids and cochlear implants is an alternative to natural hearing and may not provide refined phonological representation. In addition, sensory processing is not independent from neurocognition; therefore, the effects of sensory deprivation may have an impact on the brain and cognitive abilities. There is limited research that seeks to find if there is a significant relationship between hearing loss, receptive language, and working memory in students who use hearing aids and cochlear implants. In this study, the researcher investigated if children who use hearing aids or cochlear implants developed receptive vocabularies compared to typically developing peers. In addition, this study explored if children who use hearing aids or cochlear implants presented with deficits in working memory scores. Last, this study examined whether their receptive vocabulary scores correlated with their working memory scores. Participants in this study included 30 school psychologists over the age of 21 who had administered formal assessments on a student, or students, with a hearing loss. School psychologist's completed a 6-item survey on receptive vocabulary and working memory scores on formal assessments for students on their caseload who use hearing aids or cochlear implants.
Student(s):
Maria Mendez
Faculty Mentor:
Richard Underhill
Integrating Mindfulness Practice in the K-12 Curriculum
The purpose of this qualitative study is to inform curriculum on mindfulness practice and gain an in-depth analysis on teachers’ perceptions on the integration of mindfulness practice in the k-12 setting for sociocultural and linguistically diverse minority students. “Mindful awareness has been demonstrated to alter brain function, mental activity, and interpersonal relationships toward well-being” (Siegel, 2009). This study will include the interviews of two elementary school teachers and one middle school teacher, employing an ethnographic perspective approach using a purposeful sampling method. Current school shootings across the United States has brought awareness to students, teachers, and parents on important issues that need to be addressed such as, mental health, school climate, culture, and safety. Unfortunately, there is a gap of knowledge between stakeholders and the education system on how to nurture the well-being of students in the twentieth first century (Miyamoto, Huerta, & Kubacka, 2015).
Student(s):
Margarita Mosqueda
Faculty Mentor:
Dr. Edlyn Pena
Perceived Effectiveness of Positive Behavioral Classroom Management Strategies in Middle School Classrooms
Classroom management is a dynamic aspect of the educational field that can drastically affect student behavior, learning outcomes, and overall classroom climate. The development of a classroom management plan should positively influence student behavioral change, and provide educators with alternative strategies to traditional punishments. Three types of positive-behavioral contingency plans are typically utilized in the classroom setting including independent, interdependent, and dependent contingency plans. Though a variety of positive-behavioral classroom management strategies have been developed for the elementary classroom setting, little research has been conducted regarding the effectiveness of these positive-behavioral strategies in middle school classrooms. The purpose of the present study was to determine the perceived effectiveness of different positive-behavioral classroom management strategies in middle school classrooms. The present study utilized 15 middle school teachers from a selected school site in suburban southern California. Participants attended a brief information session prior to the distribution of a survey that measured teachers’ perceived effectiveness of various classroom management strategies using a rating scale. The combined mean scores were collected and analyzed in order to determine which behavioral strategy was the most preferred among the three main contingency plan types. Mean scores were further analyzed using a one-way ANOVA in order to determine statistical significance of the findings. The development of a successful classroom management plan positively influences student attitude, learning potential, and overall educational experience.
Student(s):
Alix Oddo
Faculty Mentor:
Dr. Maura Martindale
General Education Teacher Perceptions on Teaching Self-Advocacy to Students Who are Deaf and Hard-of-Hearing
Self-advocacy is a crucial skill for students with hearing loss to have as they progress through education. Without it, these students will struggle to succeed in school and almost every aspect of their lives if they cannot advocate for themselves (Luckner & Becker, 2013). It is a skill that should be taught to these students throughout their lives, but how do general education teachers feel about teaching self-advocacy to their students who are Deaf and Hard-of-Hearing? The purpose of this quantitative study was to determine how general education teachers at an elementary school with a Deaf and Hard-of-Hearing program perceived their own abilities to teach self-advocacy to their students with hearing loss. The data collected from a brief survey was analyzed to determine what perceptions these teachers held and if there was a need for more support in teaching self-advocacy at this school site.
Student(s):
April Salas
Faculty Mentor:
Dr. Maura Martindale
General Education Teachers’ Perceptions of Included Students Who are Deaf and Hard of Hearing
Students who are Deaf and Hard of Hearing (DHH) represent a unique population of students included within general education classrooms. Research has shown patterns of specific challenges and barriers that students with hearing loss face during inclusion in the general education classroom, specifically when it comes to active participation. Active participation is integral to student learning and engagement during academic instruction. The purpose of this mixed-method study was to investigate general education teachers’ perceptions of DHH students’ levels of active participation while they are included in their classrooms. Questionnaires were distributed to fifteen kindergarten through eighth-grade general education teachers. Teachers were asked to rate their perceptions on a Likert scale (never, sometimes, often, or always) as well as answer three open-ended questions. Preliminary findings indicate that, on average, DHH students are perceived as actively participating only sometimes while in the general education setting. Common challenges of inclusion, successful teaching strategies and concerns of the general education teachers working with these DHH students were identified.
Student(s):
Haleigh Salvage
Faculty Mentor:
Dr. Maureen Lorimer
"Let Me Tell You Who I Am": Ethnic Identity of Mexican/Chicano Men at a Religiously-Affiliated HSI
The 2010 U.S. Census reported that Latinos are now the largest non-White population of color and makeup 16% of the overall U.S. population (Passel, Cohn, & Lopez, 2011). Male Latinos specifically continue to lag behind their White counterparts in enrollment in institutions of higher education (Posselt, Jaquette, Bielby, & Bastedo, 2012). This study collects the stories of a representative group of Mexican/Chicano men at a religiously-affiliated Hispanic serving institution (HSI) and identifies key themes in the development of ethnic identity during college. This information fills the gaps of knowledge associated with religiously-affiliated institutions and the Mexican/Chicano student experience. Using qualitative narrative inquiry methods, I conducted two focus groups with a group of self-identified Mexican/Chicano males in their senior year viewed through the lens of Yosso’s cultural community wealth framework. This information augments both Torres’s bicultural orientation model and Ferdman and Gallegos’ Latino typology framework by further exploring the stages, transitions, and experiences in ethnic identity development and offering more insight into identity factors for Mexican/Chicano men and how they perceive themselves.
Student(s):
Lucas Saucedo
Faculty Mentor:
Dr. Dan Tillapaugh
Repeated Reading’s Influence on Comprehension for Students with Specific Learning Disabilities
Currently, a thread in educational research identifying the importance of teacher-directed reading interventions to better support students with learning disabilities exists. Reading ability is an important predictor in how students will perform throughout their education. However, many students with learning disabilities often struggle with comprehension. The goal of this action research study was to examine the impact of a teacher-directed reading intervention on comprehension skills for elementary students with Specific Learning Disabilities (SLD). Four student participants were selected from an elementary school in Southern California and participated in a reading intervention known as Repeated Reading. This intervention required the student participants to read a piece of text three times. While they read, the teacher-researcher recorded reading rate and accuracy. To assess student reading, the participants answered a series of five teacher-made literal comprehension questions. The student-participants took part in three 15-minute sessions for a total of 5 weeks. The results indicate that repeated exposure to a piece of text can increase literal comprehension for students with SLD. The collected data also uncovered another finding. Participants who had larger deficits in reading fluency made greater gains in overall comprehension.
Student(s):
Megan Smeck
Faculty Mentor:
Dr. Maureen Lorimer
Repeated Reading for English Language Learners
English Language Learners (ELL) have become predominant in our California public school systems. This quantitative action research study examined the effects of a repeated reading intervention program for English Language Learners. Specifically, this study determined whether the use of a related reading intervention is successful in assisting Elementary school ELLs reading accuracy rate. There were a total of ten participants in this study. Participants grades ranged from third to fifth grade and ages ranged between 8 to 11 years old. Each student’s first language was Spanish, and all participants received English language development services at their school.
Student(s):
Natalie Sutherland
Faculty Mentor:
Dr. Dan Tillapaugh
Common Core Curriculum and High School Math Teachers’ Job Satisfaction
Common Core is a new educational standard that has become a heated topic among students, parents, educators, and legislators. Common Core State Standards were adopted to create a uniform education system throughout America. New standards means new curriculum must be developed to align with those standards. The purpose of the study is to determine whether Common Core curriculum impacts high school math teachers’ job satisfaction. A quantitative study will be conducted using an online survey will be sent out to high school math teachers at a single school district in Southern California. The significance of the study will give insight into whether enough support has been given to high school math teachers and whether training must be provided. This, in turn, will influence future curriculum decisions with regard to teacher job satisfaction.
Student(s):
Nicole Trent
Faculty Mentor:
Dr. Dan Tillapaugh
How Do First Year Experience (FYE) Programs Contribute to Student Success at Community Colleges?
Successfully transitioning students into college is critical to their ultimate success. This pivotal time in a student’s academic career are especially crucial for community college students. First Year Experience (FYE) programs at community colleges exist to support incoming students after their matriculation to the institution and to support them throughout their first year. Recently, California Community Colleges have seen an influx of funding available to focus on Student Success and Support Programs (SSSP). More research is needed to help community colleges understand how First Year Experience programs contribute to student success. The purpose of this study is to gain understanding of the experiences of FYE students and to determine how their participation in a First Year Experience program at a community college may have contributed to their success, retention, and persistence. The research questions of this study are: 1) how do community college students perceive their experiences in a First Year Experience program?; and 2) how do these students believe their participation in a First Year Experience program contributes to their success? This is a qualitative study conducted through a constructivist lens, using case study methodology to better understand the student experience. The data come from semi-structured interviews with community colleges students who have participated in First Year Experience programs.
Student(s):
Ricardo Trevino
Faculty Mentor:
Edlyn Pena
Global Learning in Global School Partnerships in Uganda
Understanding ones’ environment from a global perspective is becoming a very important aspect of education in today’s world which has become a global village. That is why British Council (BC), Education foundation UK, One World Linking Association (UKOLWA) and Voluntary Service Overseas (VSO), using funding from the Department for International Development (DFID) promote educational and sustainable school partnerships, between schools in the United Kingdom (UK), and schools in Africa, Asia, Latin America and the Caribbean to form Global Schools Partnerships (GSP). These partnerships approach global learning by imbedding the global perspective in the curriculum. Global learning helps students to approach global issues from local and international perspectives, and to become responsible global citizens. The purpose of this study therefore was to examine, explore, investigate and probe into the level of knowledge, the attitudes and perceptions that school administrators and teachers have concerning the current state of practice and patterns of global learning in GSPs with specific reference to Uganda. To achieve this, the researcher employed a constructivist paradigm approach. Using the case study methodology and typical purposive selection of sites and participants, data was collected from two schools, and the BC office in Kampala, Uganda. The participants included two school administrators and one teacher. Data was collected using observations, interviews, reading documents and audio-visual materials.
Student(s):
Assumptah Turyasiimwa
Faculty Mentor:
Dr. Edlyn Pena
Parent's and Educator's Perspectives of the IEP Process
The Individualized Education Program (IEP) is a written legal document that is developed for students who are eligible for special education services and receive Free Appropriate Public Education (FAPE) in the least restrictive environment. Teachers, parents, school administrators, and other related service agencies design the education plan and are obligated to provide students with supports to meet their needs. Culturally and linguistically diverse (CLD) families of students who receive special education services encounter obstacles working with the school system and meeting the mandated obligations of the IEP process. Current traditional practices must be reexamined in order to create an inclusive environment for CLD parents to contribute to the discussion and decision making. The quantitative action research study investigated parents’ and educators’ perspectives on the barriers that may impact CLD families involvement in their child's IEP. Moreover, a nonexperimental design will be used to administer Likert-type questionnaires to address perceptions of parents and educators. The descriptive data explored the ways in which professionals facilitate parent participation, and how parents' experiences may provide educators with positive approaches to foster collaboration.
Student(s):
Gloria Valdivia
Faculty Mentor:
Dr. Richard Underhill
Socioeconomic Status and Parental Involvement Amongst Immigrant Families
A strong correlation exists between parental involvement and student success, and many studies indicate that regardless of socioeconomic status or background, students with involved parents are more likely to achieve higher levels of academic success (Henderson & Mapp, 2002). However, the existing research lacks insight on the magnitude of the impact of socioeconomic status amongst immigrant families as a barrier to parental involvement in school (Sibley & Dearing, 2014). Therefore, the purpose of this quantitative study is to investigate the relationship between socioeconomic status and parental involvement amongst immigrant families. Utilizing data from the Children of Immigrants Longitudinal Study (1992-2005), this study examines the variables of parental involvement and socioeconomic status in chi-square, ANOVA, and correlation analyses in order to answer the question, “Is there a relationship between parental involvement and socioeconomic status amongst immigrant families?” The results indicate that there is a relationship between parental involvement and socioeconomic status amongst immigrant families. These findings pave the way for future research as to how immigrant parents tend to be involved in their children’s educations, what specific barriers prevent school-based involvement, and what motivates immigrant parents to increase participation. Parental involvement is an important concept for educational leaders to understand in order to make decisions that best promote participation for all their families.
Student(s):
Kristen Walker, Nanci Powers
Faculty Mentor:
Dr. Therese Eyermann
Teachers' Perspectives on Teaching Mathematics in the Elementary School Classroom
Teaching math problems, including word problems, has become more complex and challenging at the elementary school level. Although the National Council of Teachers of Mathematics (NCTM) has recommended specific strategies for teaching math, teachers do not necessarily use the recommended strategies. Previous research shows that students in the United States struggle with learning math (Pearce, Bruun, Skinner, & Lopez-Mohler, 2013). The purpose of this quantitative web-based survey research study is to better understand the reasons TK-5 teachers include or exclude specific instructional strategies while teaching math to their students and their reasons for doing so. This study also examines teachers’ level of awareness of the specific recommended NCTM strategies to determine whether or not any of these strategies were knowingly excluded or included.
Student(s):
Sarah Weiss
Faculty Mentor:
Dr. Richard Underhill
General Education Teacher’s Perception of Students with Attention Deficit/ Hyperactivity Disorder
Attention Deficit/Hyperactivity Disorder (AD/HD) is increasingly becoming more common in classrooms throughout the nation (Centers for Disease Control and Prevention, 2014). Within the classroom, teacher’s perception of students plays a key role in the teacher’s expectations, interactions, and relationships with students. The purpose of this study was to examine general education teacher’s perception of students with AD/HD and teacher’s confidence level of implementing intervention strategies to support this population of students. Using a mixed method approach, an online survey through Google Forms was used to gather a variety of perceptions of students with AD/HD. Findings from this study show general education teacher’s knowledge of AD/HD and general education teachers confidence level implementing intervention strategies.
Student(s):
Kathryn White, Kathryn Gonzalez
Faculty Mentor:
Dr. Maura Martindale
Educators' Perceptions of Their Competency in Co-Teaching within Deaf and Hard of Hearing Education
Due to the steady increase in the practice of co-teaching and the inclusion of students who are deaf and hard of hearing into general education classrooms, the expectation is that educators are both willing and competent to execute this collaborative approach to education. Research suggests that the rise in this inclusive method is not met with greater understanding. The purpose of this study is to present co-teachers’ perceptions of their competency, preparedness, and emotions about co-teaching to simultaneously meet the educational needs of students with and without hearing loss. An original qualitative survey instrument was administered to two pairs of co-teachers at two different school sites, each pair consisting of one teacher with a general education credential and one teacher with an education specialist credential in deaf and hard of hearing education. The instrument was utilized in order to gain insight on co-teachers’ perceptions about carrying out this particular educational practice and how their views were influenced by experience, professional development, and administrative involvement. The research aims to answer, “What are teachers for the deaf and hard of hearing and general education teachers’ emotions and perceptions of their competency in co-teaching inclusive classes comprised of both students who have typical hearing and students who are deaf and hard of hearing?”
Student(s):
Ashley Whitelaw
Faculty Mentor:
Dr. Richard Underhill
Lesson Planning Group Work in High School Social Science Classrooms
This study focuses on best practices as they pertain to the implementation of group work in high school classrooms, with importance placed on improving student engagement and participation. With the introduction of Common Core standards, a greater emphasis has been placed on collaborative learning. This qualitative study used semi-structured interviews obtained from five high school social science teachers to uncover effective planning practices that encourage student engagement and participation with both the material and peers. Preliminary results suggest that limiting group size and assessing individuals for their effort and contributions encourages student participation. Allowing for student evaluation of the group's performance also helps improve engagement in small groups.
Student(s):
Matthew Williamson
Faculty Mentor:
Dr. Maureen Lorimer
Strategies to Enhance Comprehension: English Language Learners
Since many US school sites and districts have seen an increase in students who are English Learners, teachers have been adjusting the ways in which they present instruction in order to meet the needs of students learning English as a second language. The purpose of this action research project is to determine the strategies being employed with English Learners in elementary, general education classrooms to enhance reading comprehension. The author will identify strategies study participants are employing in general education classrooms which teachers perceive are making a positive impact reading success for those who are English Language Learners. The author used a quantitative data collection design with the intent of generalizing the results of the study to the entire population.
Student(s):
Riley Wright
Faculty Mentor:
Dr. Maura Martindale